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TEST 2
INFORMAÇÃO – TESTE 2

Aprendizagens Essenciais
Organizador/Domínio
Número Cotação
Part Tipologia de Itens
Área temática/ de Itens (em pontos)
Competência Comunicativa
/situacional

A Questões raciais; Compreensão oral Itens de seleção 2 50 pontos

Imigração e Compreender vários tipos de • associação /
refugiados; discurso e seguir linhas de correspondência
Direitos humanos argumentação dentro das • identificação: opção
e voluntariado. áreas temáticas apresentadas, correta
integrando a sua experiência e
mobilizando conhecimentos
adquiridos em outras
disciplinas; interpretar atitudes,
emoções, pontos de vista e
intenções do(a) autor(a) e
informação explícita e implícita
em diversos tipos de texto.
B Compreensão escrita Itens de seleção 6 90 pontos
• associação /
Ler, compreender e identificar
correspondência
diversos tipos de texto;
• identificação: opção
descodificar palavras-chave,
correta
ideias presentes no texto,
Itens de construção
marcas do texto oral e escrito
• transformação
que introduzem mudança de
estratégia discursiva, de
assunto e de argumentação;
interpretar informação explícita
e implícita em diversos tipos
de texto, pontos de vista e
intenções do(a) autor(a).
C Interação escrita Itens de construção 2 60 pontos
• resposta extensa
Compreender mensagens,
cartas pessoais e formulários
e elaborar respostas
adequadas; responder a um
questionário, email, chat e
carta, de modo estruturado,
atendendo à sua função e
destinatário, dentro das áreas
temáticas, integrando a sua
experiência e mobilizando
conhecimentos adquiridos em
outras disciplinas.
Produção escrita
Planificar e produzir, de forma
articulada, enunciados para
descrever, narrar e expor
informações e pontos de vista;
elaborar textos claros e
variados, de modo
estruturado, atendendo à sua
função e destinatário.
TOTAL 200 pontos
A estrutura do teste sintetiza-se no quadro seguinte:

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TEST 2 Module 1 – One World, Many Cultures

PART A Name _____________________________________

Listening Date ______________________ Mark ___________

Text 1
You will hear three stories of refugees who found success abroad.

1. For item 1., match the names (Noubar, James and Hawa) in column A with the ideas they express
in column B.

All the ideas apply once. Use only one name for each idea.

Column A Column B
a) 1. I didn’t grow up with my family.
2. I was able to help fight a disease.

a) Noubar 3. I left my home country, where people were facing hunger.

b) James 4. I’m now a chef, author and entrepreneur.

c) Hawa 5. My course enabled me to start six companies.

6. Despite financial challenges, I was a great student.
7. I managed to help the people from the country where I was born.

__________________ b) __________________ c) __________________

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Text 2
You will hear a text about UNESCO.

2. For items 2.1. to 2.7., circle the correct option (A, B or C).

2.1. UNESCO pursues peace in ________________ areas.

a) three main
b) forty-two key
c) many different

2.2. To achieve peace, countries involved

a) should find their own path.
b) must belong to the African continent.
c) ought to support each other.

2.3. The International Day for the Elimination of Racial Discrimination is commemorated on
a) 26th October.
b) 26th March.
c) 21st March.

2.4. This day was chosen to recall

a) apartheid supporters in South Africa.
b) violence against peaceful demonstrators in South Africa.
c) sixty-nine South African police officers.

2.5. Where is this day celebrated?

a) In UNESCO’s workplaces.
b) All over the world.
c) In sustainable cities.

2.6. UNESCO's central aim is to make people aware of the need to

a) end differences between men and women.
b) eradicate discrimination.
c) include stereotypes in culture and media.

2.7. According to one ethnologist and writer, diversity

a) makes life boring and monotonous.
b) allows people to have more money.
c) makes life brighter.

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PART B

Use of English and Reading

1. Read these sentences about helping others.

Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. You must use between 3 and 5 words, including the word given.
Do not change the word given.

1.1. Unfortunately, he couldn’t make his message clear to the right

people. (get)
Unfortunately, he couldn’t ________________ over to the right
people.

1.2. We have raised funds. They will be used to help those in need.
(which)
We have raised funds, ________________ to help those in need.

1.3. Several countries have decided to help people who fled from the
war. (It)
________________ to help people who fled from the war.

You are going to read an article about British volunteers risking their lives to help refugees cross
the Mediterranean safely.

‘You can’t just close your eyes’

The story of how 30 volunteers and one lifeboat have saved more than 2,500 people on the shores of Lesbos
“Early November last year I was helping refugees off a small inflatable rubber boat that was sinking. We
waded out and tried to keep everyone calm so the boat wouldn't tip over and sink. A desperate mother and
father, crying, handed over their baby to me. Her skin was blue and her body was completely floppy. I've
5 never known fear like that moment. I was sure that tiny little baby was dead,” Jude Bennett remembers.
She gave the 18-month-old to nearby medics and was relieved to spot the family later amidst the chaos on
the beach. The baby had started moving again. The mother smiled and her heart was full of hope now. “That
story is just one of thousands that volunteers experience,” she says. “When you are working at sea, it is hard
to know what happens to anyone after you have initial contact. It is something that I have had to adjust to and
10
accept.”
Jude, a 36-year-old from Ireland, is the co-founder of Refugee Rescue, a group of around 30 extraordinary
individuals who have given up their time and, in some cases, careers to volunteer as search and rescue crew
off the shores of the Greek island of Lesbos. Speaking via a Skype connection from Belfast, she looks and
sounds tired. “Well, I am tired,” she laughs.
15 The art curator's life has changed dramatically over the last year. Since an initial visit to Lesbos in November,
she has sublet her room in Bristol, packed up yellow Volkswagen with life jackets, radios and first aid kits, and
driven all the way to Greece to volunteer her services on the front lines of the refugee crisis.

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Over one million people arrived on Europe’s southern shores or overland from Turkey in 2015, an exodus
driven by the conflicts in Syria, Iraq and Afghanistan. Around 4,000 of them died crossing the Mediterranean,
due to overcrowded unsafe boats, a lack of lifejackets, and the fact that some refugees are simply herded
20 onto a vessel and left to make their own way by traffickers. Many have never even seen the sea before, let
alone navigated across a stormy ocean.
“Despite the overwhelming scale of the crisis, Greenpeace and Médecins Sans Frontières sent search and
rescue response teams to Lesbos”, Jude says. It's this kind of volunteerism that can really make a difference
in these migrants' lives, saving them from danger.
https://www.independent.co.uk/news/world/europe/refugee-crisis-syria-volunteers-mediterranean-uk-men-women-helping-a7339221.html (adapted)

2. Match the ideas in column A with the corresponding paragraph in column B. Two of the paragraphs
do not apply.

Column A Column B

Paragraph 1

a) Helpers don’t give up Paragraph 2

b) The hard reality of thousands Paragraph 3

c) Fortunately, I was wrong Paragraph 5

Paragraph 6

a) __________________ b) __________________ c) __________________

3. Circle the correct option (A, B, C or D) to complete the sentences according to the text.

3.1. In the 1st paragraph, ________________ is being described.

a) a common journey
b) an unsafe situation
c) a calm experience
d) a feel of hope

3.2. The beach was full of

a) people.
b) volunteers.
c) medics.
d) babies.

3.3. To keep on helping, it is necessary to

a) change what happens during the journey.
b) give up your beliefs.
c) be used to sailing.
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d) change your mind and recognise the situation.

3.4. Being part of a search and rescue crew can be

a) expensive.
b) energy consuming.
c) healing.
d) unprogressive.

3.5. There are people involved in organising boat trips from Africa, who
a) provide life jackets to everyone.
b) make sure boats aren’t overcrowded.
c) take advantage of those in need.
d) check if there are going to be storms.

4. Match each word in column A with the word or expression it refers to in column B.
Two of the options do not apply.

Column A Column B

1. Jude’s

a) her (l. 4) 2. Joby’s

b) her (l. 7) 3. baby’s

c) her (l. 15) 4. mother’s

5. medic’s

a) __________________ b) __________________ c) __________________

5. Match each word in column A with the word in column B that can replace it in the text.
Two of the options do not apply.

Column A Column B

1. tremendous

a) amidst (l. 6) 2. magnifying

b) crew (l. 11) 3. among

c) overwhelming (l. 23) 4. organizers

5. staff

a) __________________ b) __________________ c) __________________

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6. Read the following text about a refugee who fulfilled his dream. Three sentences have been
removed from it.
From sentences 1) to 5), choose the one which fits each gap a) to c). Two of the sentences do not
apply.

Fulfilling a dream
Derafshipour was born and raised in Kermanshah close to the border with Iraq.
(a) __________________.
The pair fell in love and opened a karate academy in their hometown at the end
of 2017.
5 He was successful in competition too, sharing third place at the Paris Open in
January 2018 before winning the national trials for the World Championships.
At the World's Championships in Madrid, Derafshipour reached the 67 kg
semi-finals where he went down to France's eventual gold medallist
Steven Da Costa 2-0.
10 (b) __________________.
In October 2019, Derafshipour made the huge decision to leave Iran and their academy's 400 students for
Waterloo region in Ontario where he has cousins.
"When we came to Canada everyone told me it was impossible for me to get to the Olympics. There wasn't
much time. I was a little sad. But I told myself that anything is possible. I've learned to always embrace
15 challenges in my life," he told TheRecord.com.
(c) __________________.
He and Malekipour also trained at Kazoku Martial Arts in Cambridge so as to prepare him for the Olympic
Games.
In April, Derafshipour received a phone call from the International Olympic Committee confirming that he had
20 indeed qualified for Tokyo. And from there, his adventure was just beginning.
https://olympics.com/en/featured-news/hamoon-derafshipour-tokyo-bound-leaving-iran-canada-wife-coach (shortened)

1) 2018 world bronze medallist Derafshipour left for Canada to ensure his partner, Samira Malekipour,
would coach him. Now they're set for the Olympic Games.
2) While competing internationally, he met 2010 Asian Games bronze medallist Samira Malekipour, who
was coaching Iran's women's national team after a knee injury ended her competitive career.
3) The pair have been embraced by their local community with Derafshipour finding work as an instructor
and coach at Driftwood Martial Arts in nearby Kitchener.
4) Thanks to that bronze medal and his position in the world rankings, he qualified for the Olympics and
went there as part of the IOC Refugee Olympic Team.
5) He then defeated home favourite Raul Cuerva 6-3 to take the bronze medal.
However, his coaching situation remained unsatisfactory.

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PART C

Written Interaction and Production

1. Your school is organising a volunteer group to help refugees. Email some of your friends and
mention:
• which areas need help
• reasons why help is needed
• benefits for those who help
• how those who are interested can get further information
Write your text in 60-80 words.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Your class wants to bring together a fundraising for people who fled from their home country.
Write your proposal to the school director. Write a minimum of 160 words.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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TEST 2
SCRIPT 1
Noubar Afeyan, co-founder and chairman of Moderna
Born to Armenian parents in Beirut, I fled with my family from Lebanon to Canada in 1975 during the country’s civil war.
I later emigrated to the US, earning a PhD in biochemical engineering from MIT, the Massachusetts Institute of
Technology. I started my first biotechnology company in 1987, and by the age of 35, I had launched five more
companies.
In 2009, I co-founded Moderna, which rose to global prominence in early 2020 for developing one of the most effective
COVID-19 vaccines. To date, over 250 million people have been vaccinated globally with the Moderna vaccine and the
company aims to deliver 1 billion vaccine doses to low-income countries in 2022.
In total, I have helped build over 50 life science and technology startups, including biotech venture capital company
Flagship Pioneering, which has helped develop over 100 scientific ventures and 500 patents worth around US$30
billion.
James Madhier, CEO and founder of Rainmaker Enterprise
I was born in South Sudan into the Second Sudanese Civil War and, as a young boy, witnessed the 1998 famine,
which caused the death of 70,000 people. I fled to the Kakuma Refugee Camp in northern Kenya, where I invested my
savings in a grinding mill to support my school fees, and eventually completed high school at the top of my class.
In 2014, I resettled in Canada and studied at the University of Toronto under the World University Service of Canada’s
Refugee Sponsorship Program. Three years later, in 2017, I founded Rainmaker Enterprise and since then have been
working to address the conditions that cause famines. For example, my company has installed a solar-powered
irrigation system throughout South Sudan to provide a low-cost, efficient, and sustainable water supply year-round.
By improving the water supplies challenged by climate change, Rainmaker can combat hunger, poverty and reduce
conflict over water resources in a long-term and sustainable way, counting on the support of the Sudanese farming
community.
I want to help make sure migration is always a choice and not a necessity.
Hawa Hassan, CEO of Basbaas Somali Foods
I was born in Mogadishu, Somalia. At age six, me and my family fled the ongoing civil war and found refuge in a camp
in Kenya. We later attempted to resettle in Seattle, but when I arrived in the States, I was separated from my family. My
mother and siblings had encountered visa issues, and they eventually ended up in Norway. It would be 15 long years
before I could see my family again.
After graduating from high school, I began a 13-year period as a fashion model, which enabled me to travel the world.
Driven to make the most of my opportunities, in 2015, I gave up modelling and founded Basbaas Somali Foods, a
successful all-natural condiment company specializing in Somali hot sauces and chutneys.
I call upon my African roots and I like to focus on the power of food to bring people together in a variety of culinary
ventures, including my latest cookery book, In Bibi’s Kitchen. I now host a show on the Food Network called Spice of
Life and a digital series called Hawa at Home, which shines a spotlight on traditional recipes from Africa.
https://www.globalcitizenforum.org/story/incredible-refugee-stories-that-illuminate-the-power-of-global-citizenship/ (shortened and adapted)

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SCRIPT 2
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It aims to build peace through
international cooperation in the key areas of education, sciences and culture. UNESCO's programmes contribute to the
achievement of the Sustainable Development Goals defined in the 2030 Agenda, adopted by the UN General
Assembly in 2015.
The UN General Assembly resolution 2142, adopted on 26th October 1966, proclaimed 21st March as the International
Day for the Elimination of Racial Discrimination to be commemorated annually. On that day, in 1960, police opened fire
and killed 69 people at a peaceful demonstration in Sharpeville, South Africa, against the apartheid "pass laws".
Proclaiming the Day in 1966, which signifies the struggle to end the policy of apartheid in South Africa, the General
Assembly called on the international community to increase its efforts to eliminate all forms of racial discrimination.
Over the years, UNESCO has celebrated the International Day by organising events in Headquarters and its field
offices, as well as in cooperation with the member cities of the International Coalition of Inclusive and Sustainable
Cities.
The struggle against racial discrimination is a central element of UNESCO's work to build peace in the minds of men
and women, through education for tolerance, the rejection of racist stereotypes that may persist in culture or in the
media.
"Because difference is a source of richness, of strength. The diversity of humans and human civilizations is what makes
the world more beautiful. In the words of a famous writer from Mali who also studied ethnology, “How boring and
monotone a uniform world would be, one where everyone, cut from the same cloth, thought and lived the same way!
Without anything to discover within others, how would we enrich ourselves?”
https://www.unesco.org/en/brief
https://en.unesco.org/commemorations/nodiscriminationday

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CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – TEST 2

Parte A – Compreensão oral
Texto 1
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 pontos
Chave: Noubar – 2, 5; James – 3, 6, 7; Hawa – 1, 4.
Texto 1

Níveis Descritores de desempenho Pontuação

3 Associa corretamente seis ou sete ideias aos respetivos nomes. 15

2 Associa corretamente quatro ou cinco ideias aos respetivos nomes. 10
1 Associa corretamente duas ou três ideias aos respetivos nomes. 5

Nota: Cada número da coluna B, correspondente a uma ideia, só pode ser usado uma vez, sendo associado apenas a um nome da coluna A.
Assim, caso o aluno associe o mesmo número da coluna B a mais de um nome da coluna A, os nomes em causa deixam de ser considerados
para efeitos de classificação, independentemente de o aluno a eles ter associado corretamente outro(s) número(s).

Texto 2
2.1. a 2.7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 7 × 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5 p o n t o s
Itens 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7.

Chave A C C B A B C

Parte B – Língua e Leitura

1.1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: get his message
1.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: which will be used
1.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: It has been decided
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 pontos
Chave: a. Paragraph 6; b. Paragraph 5; c. Paragraph 2
3.1. a 3.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (5 x 6 pontos) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 pontos

Itens 3.1. 3.2. 3.3. 3.4. 3.5.

Chave B A D B C

4. …………………………………………………………………………………………………….............………………….…. 6 pontos
Chave: a. 3; b. 2; c. 1
5. ………………………………………………………………………………………...............………………………………… 6 pontos
Chave: a. 3; b. 2; c. 1
6. …………………………….………………………………………………………………………………………...........….… 18 pontos
Chave: a. 2; b. 1; c. 3

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Parte C – Interação e Produção escritas

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 pontos
Part C – 1
Níveis Descritores de desempenho Pontuação
4 Redige um texto em que: 20
− responde às quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
3 Redige um texto em que: 15
− responde a três das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde às quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
OU
− revela uma organização nem sempre clara do discurso.
2 Redige um texto em que: 10
− responde a duas das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde a três das quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão
OU
− revela uma organização nem sempre clara do discurso.
OU
− responde às quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão e revela
uma organização nem sempre clara do discurso.
1 Redige um texto em que: 5
− responde a uma das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde a duas das quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
OU
− revela uma organização nem sempre clara do discurso.
OU
− responde a três das quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão e revela
uma organização nem sempre clara do discurso.

Notas:
1. Fator de desvalorização – limites de extensão
Sempre que a resposta apresente uma extensão que não respeite os limites estabelecidos (60-80 palavras), aplica-se um desconto de um ponto
ao total da cotação atribuída.
2. Independentemente da qualidade do texto produzido, a utilização de um registo de língua não totalmente adequado à situação proposta no
item implica a atribuição de um nível de desempenho inferior ao que seria atribuído pelo professor tendo por referência os descritores de
desempenho.

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2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 pontos
Níveis Descritores de desempenho Pontuação

Desenvolvimento temático

− Redige um texto respeitando o tema proposto.

N3 − Expõe, de forma clara e precisa, os pontos positivos e negativos. 12

− Redige um texto, respeitando o tema proposto.

N2 − Pode expor, de forma nem sempre clara e precisa, os pontos positivos e negativos. 8

− Redige um texto, respeitando o tema proposto.

N1 − Apresenta, de forma pouco clara e pouco precisa, os pontos positivos e negativos. 4

Coesão e coerência

− Estrutura o texto, articulando as ideias de forma coerente.

− Utiliza, com eficácia, mecanismos de coesão textual, por exemplo:
N4 • conectores variados e de uso menos corrente (como furthermore, nevertheless, as a result, etc.); 8
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos bem organizados.
− Estrutura o texto, articulando as ideias de forma coerente, podendo apresentar pontualmente
pequenas imprecisões.
− Utiliza, com alguma eficácia, mecanismos de coesão textual, por exemplo:
N3 6
• conectores variados e de uso corrente (como although, however, etc);
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos razoavelmente organizados.
− Estrutura o texto, articulando as ideias de forma nem sempre coerente.
− Utiliza, embora nem sempre com eficácia, mecanismos de coesão textual, por exemplo:
• conectores pouco variados, simples, mas adequados (como and, but, because, etc.);
N2 4
• cadeias de referência nem sempre adequadas, através de substituições nominais ou
pronominais;
• parágrafos razoavelmente organizados.
Estrutura o texto, articulando as ideias de forma pouco coerente.
− Utiliza, embora o faça sistematicamente com pouca eficácia, mecanismos de coesão textual,
por exemplo:
N1 • conectores pouco variados, simples, e nem sempre adequados (como and, but, because, etc.); 2
• cadeias de referência sistematicamente pouco adequadas, através de substituições nominais ou
pronominais;
• parágrafos mal organizados ou inexistência de parágrafos.
Competência funcional

N3 Respeita o tipo de texto solicitado e cumpre as intenções comunicativas previstas. 8

Respeita o tipo de texto solicitado e cumpre, parcialmente, as intenções comunicativas previstas.

N2 OU 5
Respeita, parcialmente, o tipo de texto solicitado e cumpre as intenções comunicativas previstas.
Respeita, parcialmente, o tipo de texto solicitado e cumpre, parcialmente, as intenções
comunicativas previstas.
N1 3
OU
Respeita apenas o tipo de texto solicitado e cumpre apenas as intenções comunicativas previstas.

Competência linguística e sociolinguística

© Areal Editores 13
TEACHER’S FILE Top Teen 11

PROGRESS TEST

Redige um texto, apresentando variedade de recursos linguísticos e sem incorreções, ou com

incorreções ocasionais, em quaisquer dos aspetos seguintes:
• controlo vocabular;
N4 12
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando alguma variedade de recursos linguísticos e algumas incorreções,
não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N3 9
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando pouca variedade de recursos linguísticos e incorreções
sistemáticas não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N2 6
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando recursos linguísticos limitados e incorreções impeditivas da
compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N1 3
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).

Notas:
1. Fator de desvalorização – limites de extensão
Sempre que a resposta apresente uma extensão inferior a 160 palavras, aplica-se um desconto de dois pontos ao total da cotação atribuída.
2. A resposta extensa só é classificada se o texto produzido atingir, pelo menos, o nível 1 no parâmetro do desenvolvimento temático.

Item
Parte
Cotação (em pontos)

A 1. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 50

15 5 5 5 5 5 5 5

B 1. 2. 3.1. 3.2. 3.3. 3.4. 3.5. 4. 5. 6. 90

18 12 6 6 6 6 6 6 6 18

C 1. 2. 60
20 40

TOTAL 200

© Areal Editores 14